Trouble and autoethnography in assessment genre : a case for postnational design in online internationalized pedagogy
Doherty, Catherine A. (2009) Trouble and autoethnography in assessment genre : a case for postnational design in online internationalized pedagogy. In Goodfellow, Robin & Lamy, Marie-Noelle (Eds.) Learning cultures in online education. Continuum International Publishing Group, London, pp. 131-150.
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This chapter is interested in the difference between local places with implicit codes and more global spaces with explicit directions, through the case study of the design and conduct of assessment in an online internationalized MBA unit. Online learning is understood to offer new ways of belonging in 'postnational' communities less reliant on locality for their frames of reference. This study reports and analyses firstly a series of troubles which erupted over the international students' desire for more explication of the desired genre for their assessment task. Then it analyses the different, 'autoethnographic' genre structure that emerged when students started to acknowledge the diverse backgrounds within the class.The chapter then offers practical considerations for the design of online internationalized programs.
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|Item Type:||Book Chapter|
|Keywords:||online education, assessment, genre, internationalisation, culture|
|Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN HUMAN SOCIETY (160000) > SOCIOLOGY (160800) > Sociology of Education (160809)|
Australian and New Zealand Standard Research Classification > LANGUAGES COMMUNICATION AND CULTURE (200000) > LINGUISTICS (200400) > Applied Linguistics and Educational Linguistics (200401)
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2009 please contact the authors.|
|Deposited On:||25 Sep 2009 11:46|
|Last Modified:||29 Feb 2012 23:55|
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